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The guide is divided into 3 sections —the first focuses on the conceptual framework for M&E; the second focuses on six key steps for M&E; and further, the appendix provides additional tools, resources, a
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Much of our knowledge about PTSD is based on studies of adults. As evidenced by the birth of new scientific disciplines (e.g., developmental translational neuroscience), it is clear that what we learn from research involving adults may not necessarily be applicable to children
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Echoes from Syria Issue 5
Post-Traumatic Stress Disorder (PTSD) in children and adolescents occurs when a child is exposed to one or more events that are unexpected, uncontrollable, life-threatening, and likely to cause seri
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An Examination of 13 Projects in PEPFAR-Supported Countries
2017-2018
Republic of Albania
The Interim Guidance for Risk Communication and Community Engagement (RCCE) outlines recommendations, considerations and methods to raise awareness, manage risk perception, maintain trust
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This guide aims to inform about these illnesses - so-called ‘trauma-induced disorders’ - in general and ‘post-traumatic stress disorder’ (PTSD) in particular. It is also designed to offer support in finding treatment
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On 4 September 2025, the Ministry of Health of the Democratic Republic of the Congo (DRC) declared an outbreak of Ebola Virus Disease (EVD) in Kasai Province, following confirmation of Zaire ebolavirus by the National Institute of Biomedical Research (INRB) in Bulape
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The intended purpose of this compendium is to provide program managers, organizations, and policy makers with a menu of indicators to better “know their HIV epidemic/know their response” from a gender perspective. The indicators in the compendiu
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A 2013 Plan study across 30 countries found that children with disabilities were on average 10 times less likely to go to school than children without disabilities. This report presents the findings of a follow-up second phase to the research with a qualitative study on barriers
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Psychosocial Support and Social and Emotional Learning for Children and Youth in Emergency Settings
recommended
The purpose of this paper is to clarify relevant terminologies and approaches relating to psychosocial well-being and social and emotional learning
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Action on behalf of unaccompanied and separated children should be guided by principles enshrined in international standards. The validity of these principles has been confirmed by experience and le
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Draft Working Discussion Paper
